1. Stretching all Learners (Post-Primary) NIPT WS08
Faciltator please note for your convenience:
Where appropriate the heading KEY MESSAGE will appear in bold in the speaker notes in order to ensure that it is reinforced to NQTs. A must, could, should methodology is also used in certain speaker notes in order to assist with time management during the workshop.
Facilitator: Welcomes NQTs to the evening.
Introduces self briefly-school, teaching/mentoring other relevant experience, empathises with NQT – what it was like for you (facilitator) when you started teaching. Delighted to have the opportunity to work with and support NQTs.
It is important to note that some teachers attending may not be in their first year teaching but wish to attend professional development and they are very welcome... However, the workshop is designed specifically for NQTs in their first year teaching in a mainstream class.
Also acknowledge that all NQTs may not be employed at the moment but that all are very welcome.
It is important that NQTs have a chance to introduce themselves in small groups, and where possible/appropriate in class groupings.
This workshop emphasises the need to cater for the variety of learners within the classroom and provides subject specific examples and ideas for resources to ensure that all learners are stretched.
Classrooms are a mix of students. They come to us with different experiences, background knowledge, skills talents attitudes and understanding.
There is no longer the proverbial “middle” to teach.
Teachers strive to reteach and reach the lowest students while excelling and pushing the gifted students.
Stretching all Learners (Post-Primary) NIPT WS08

2. Working together in the workshops will involve…
Confidentiality
Participation
Contributing to group learning
Asking questions/clarifying issues
Taking responsibility for your own learning
Please check that your phone is off
for the duration of the workshop
Note to facilitator: It is essential that you adhere to attendance protocol as outlined in facilitator update. Check updates regularly
Please remind NQTs of the protocols of working together as part of the workshop programme.
The key points to highlight are:
Confidentiality - To be explained clearly - NQTs are asked not to mention names of schools, children, teachers or parents when discussing work/school issues.
Participation and Engagement - Contributing to group learning, asking questions/clarifying issues, positive interaction with peers and facilitator.
Communication with all parties involved will be carried out in a manner which is professional, collaborative and based on trust.
If an NQT has an issue which is of particular concern to them, invite them to please speak with you when the session ends. If they wish to raise an issue with regard to organisational aspects of the workshop programme then refer NQTs to Director of local EC. If they wish to raise an issue with regard to any other aspect of the workshop programme then refer NQTs to NIPT.
Punctuality – workshops will begin on time and finish on time. Doors will close on time.
Attendance Record: Attendance at 10 out of 12 workshops is a requirement by TC. Remind NQTs that it is their responsibility to ensure that they have signed the official Education Centre attendance form at each workshop.
NB: Tell NQTs to Ensure that they record their Teaching Council Number accurately on the sign-in sheet - or else they may not be credited with having attended the workshop. If their TC number is still “pending” then when it does become available they should liaise with the EC to ensure that their TC number is recorded (retrospectively) on the sign-in sheets of all workshops they attended up to that point. Remind the NQTs that they may not be the only NQT with their name in the country… Also NQTs should use the same name (Irish or English) on sign-in sheets at workshops throughout the year.
Sign-in will close 10 minutes after workshop begins. Facilitator explains that Attendance record is signed off and put into sealed envelope which cannot be opened.
Please note that all workshops are of a two-hour duration. Facilitator advises NQTs that if he/she leaves prior to the completion of the workshop then he/she must sign out and he/she will not be registered for that particular workshop. If the NQT thinks that he/she will not be in a position to stay for the full duration of the workshop it is their responsibility to source other opportunities to attend that workshop.
Workshop schedule will run as outlined in official time-frame. There will be no repeat of workshop topics during the year.
It is also very important that NQTs let the Education Centre know if they are unable to attend a workshop that they have registered for or if they move from the region to another school and will attend at another Education Centre.

3. Overview The Best Each Student Can Be! Teacher Classroom Concept
In Practice
The Best
Each Student
Can Be!
“Must” KEY MESSAGE –
This slide provides a pathway through the workshop, where all the key elements are identified and explored with the NQT on a practical level.
This visual also shows that there are no clear boundaries with the philosophy behind differentiation; the concepts, practices, the teachers input and classroom environments have a reciprocal relationship.
Refer to Exploring Learning Workshop – where we highlighted the seven principles of learning - Stretching All Students.
“The process of varying content, activities, teaching and learning methods and resources to take into account the range of interests needs and experiences of individual students.”
NCCA,2007.

4. ( Sousa and Tomlinson 2011) Reflective Teaching...
It is simply teaching mindfully and with the intent to support the success of each human being for whom we accept professional responsibility for.
( Sousa and Tomlinson 2011)
Activity 1: “should”
Reflection (own) Refer to NQT Booklet page 1
What does it mean to ”stretch all learners?”
Ask NQTs to reflect on their experiences to date (ITE or current position)
“This philosophy of teaching requires teachers to become reflective practitioners in order to evaluate, recognise and respond to individual students needs for affirmation, purpose, challenge, power with invitation, investment, persistence, opportunity and reflection.”
Tomlinson, 2004.

5. Walking Debate - Traffic Lights
Everyone should always have the same book, maths problem, or art lesson.
It is undemocratic or elitist to give special attention to the gifted learner.
A student can improve and become smarter through effort and teacher partnership.
Learning is richer and more permanent when it's rote.
As a teacher I know all I need to know about differentiation in the classroom.
Activity 2: Traffic Light Activity/Walking Debate “Must”
Explain to the group how the walking debate/traffic light activity will progress. (Allow the option to participate by remaining seated-adult learners)
A list of statements will be called out and the NQT’s will be asked to move to the red(disagree), amber(unsure) or green go) spot in the room.
Each group will be asked to offer an explanation as to why this is where they have chosen to stand.
Be careful with this activity as sometimes the discussion can over run the time allocated.
Note; With regard to point 2 mention extension activities, they will be dealt with in detail later on, and how they can be used in the classroom. Competitions in various subject areas can help support the gifted student as well.

6. The Role of the Teacher Identify and try to understand student needs
Priority Pyramid
The Role of the Teacher
Recognise the need to differentiate
Identify and try to understand student needs
Identify key concepts, skills, and principles to be learned
Create a classroom environment that respects difference
Use a range of differentiation strategies
Learn how to manage a differentiated classroom
“Should” Activity 3: Priority Pyramid Refer to NQT Booklet page 2
Distribute post it notes.
Divide the NQT’s into 5/6 groups (max 5 per group).
Provide the groups with the 6 statements, and ask the NQTs to identify which statement they would most agree with re. the role of the teacher. Come to a consensus within the group to create a triangle shape with the statements.
Ask each group to explain their road to consensus.

7. Stretching all Learners Time to Reflect
How can I gain an understanding of the particular talents, strengths and needs of this student?
In what ways can I show this student that I respect and value him/her?
How do I/can I help this student to recognise and extend his/her strengths?
In what ways do I/can I help students see and value the contributions and potential of every other student in the class?
How do I/can I guide development of a sense of classroom community characterised by respect?
A belief in the worth and dignity of each student leads a teacher to ask these questions.
Activity 4: Reflection (own) Connecting to a Students Needs . See NQT Booklet…
Ask NQT’s to use a student they encountered from teaching practice or a student they are currently teaching to reflect on.
Fill in an answer to each question in each box.
Diversity/ difference is a reality and a positive. Today’s classroom should mirror the kind of society in which we want our students to guide and to live.

8. Goal Setting – S.M.A.R.T. Intrinsic Motivation Examples:
Going to college because you want to learn
Getting along with your brother because it's the right thing to do
Getting good exam. results because you want to
Practice babysitting because you love kids
Learning how to cook because you enjoy cooking
Extrinsic Motivation Examples:
Going to college to get a degree
Getting along with your brother so he will lend you money
Getting good exam. results so your parents will buy you a car
Practice babysitting so you will have money
Learning how to cook so that you'll earn more money as a chef
“Could” Activity 5: Motivational Squares Refer to NQT Booklet…page 4
What are the internal and external factors that impact on learning in class? Fill in as a group but they fill in first in a quiet moment.
Former U.S. Secretary of Education John Gardner(1961) reminded us that we are in peril if the goal we set for ourselves is of “amicable mediocrity.” Ensuring that each student experiences the best curriculum and instruction a school can offer will make eventual success especially sweet. All we can ask is for maximum effort and we should not settle for less from our students or from ourselves.
Teachers will depending upon their educational lens have similar yet different intrinsic and extrinsic goals.
“ One cannot succeed at something totally beyond one’s experience, beyond ones grasp. One is interested in that at which one succeeds. Thus a clever teacher sets student’s work, and the expectations for it at a level where some modicum of legitimate success is possible.”
Theodore Sizer (Sizer, 1985,p.167)
As a group activity and using turn taking – get feedback from the group. A Discussion and general overview of the importance of motivation and social and emotional literacy.
SMART –specific, measurable, accurate, realistic & timely.
KEY MESSAGE –
Intrinsic Motivation is driven by an interest or enjoyment in the task itself. It exists within the individual rather than relying on external pressures or a desire for a reward.
Students who are intrinsically motivated are more likely to engage in the task willingly as well as work to improve their skills.
Extrinsic Motivation is the performance of an activity in order to attain an outcome. Comes from outside the individual, common eg.s are rewards and or the threat of punishment.
Note; See Maslow or Hertzberg for further thoughts on Motivation

9. Meta-Cognition - Try These!
How did today’s learning relate to previous lessons?
How effectively did you learn today and why?
How are you going to use the learning?
How could you learn more effectively next time?
What was important about today’s learning?
Where do you think that our learning will go next?
How does today’s lesson fit into the big picture?
“Could” Some questions to try with students; Refer to NQT Booklet…page 7
Key Message:
Once NQTs/students can articulate what they’ve learnt, challenge them to explain how they learnt it this reinforces the connection between effort and learning.
What did they do to enable them to progress?
As well as getting the student to reflect, this reinforces the connection between effort and learning.
Student reflection enables the student to join the learning units to create the bigger picture

10. What did you learn today?
At the end of class (or better still in the middle of class to inform differentiation needs) ask particular students* the above question. OR
Ask students to discuss in small groups in order to involve everyone.
Ask a couple of students afterwards what someone else in their group learnt.
*Different students will have learnt different things –choose carefully who you wish to respond!
“Could” Another question to try.
Check out pdst.ie for tips on questioning and also Blooms Taxonomy.

11. What do you think a differentiated classroom would look like
What do you think a differentiated classroom would look like? What do you do to create a differentiated classroom environment?
“Should” Explore in a discussion. Ask the NQT’s to identify what they think a differentiated classroom would look like i.e flexible groups respectful activities variety of textbooks, etc.
Ask NQT’s to consider what do they need to do in order to create a differentiated classroom environment.
Invite practical examples from NQTs.
DISCUSS

12. How to Start Developing a Strategy to Stretch ALL Learners
Stage 1
Choose a few new strategies
Stage 2
Practice and refine
These become habit
Stage 3
Strategies start to become embedded
Return to stage 1
“Must” How to teach a strategy.

13. Implementing Differentiation Strategies
Content
Activities
Resources
Product
Environment
Teaching Strategies
Pace
Amount of assistance
Testing
Classroom Groups
Homework
Needs
Experiences/
Interests/Skills
Intelligences
“Must”
Process to stretch all learners: Who do we differentiate for and the what do we differentiate?
CARPET PATCH acronym from Commonsense Methods for Children with Special Educational Needs
Peter Westwood (ISBN )
Key Message: -
To differentiate effectively, teachers need to start with the individual child and look at their needs, experiences, interests and learning styles.
(Acronym NEIL – child’s name!)
The class teacher will vary the content, activities, methodologies, resources, etc to meet the needs of the pupil.
In some instances the differentiation will only be at one level i.e. Activities or Resources.
In other instances the differentiation may be a little more complex.
Very often the differentiation will be oral i.e. class discussion, teacher questions etc.
Activity 6: Think Pair Share - NQT booklet page 6
Group is sub divided into pairs. Each pair is allocated an element of CARPET PATCH e.g. group 1 C and A, group 2, R and P etc.
Think: Participants are asked to individually consider how they might describe the assigned element and strategies that could be used to differentiate that particular element
Pair: Participants invited to share their thoughts with partner and to agree 3 strategies to report to main group
Share: Each pair shares 3 strategies with entire group.
Examples of Classroom Groupings
Mixed Ability Collaborative Groups
Jig Saw Groups
Literature Circles
Think / Pair / Share
Point out that there are overlaps in the CARPET PATCH acronym – e.g. varying the content or providing a resource can also be defined as a teaching strategy.
Learning Style
Commonsense Methods for Children with Special Educational Needs
Peter Westwood (ISBN ) 13

14. Content Activities Resources Product Environment Teaching Strategy
Visual Cues, Adapting Text - Flaps/Highlighting, Pre-teach New Vocabulary , ICT
Activities
Visual Cues, Provide Choice, Adapting Activity, Tiered Activity with Different Time Frames, Targets that are Self-Directed, ICT
Resources
Visual Cues, Audio Books, Comprehension Bookmarks, Concept Maps, Checklists , Graphic Organisers, Self-Assessment Checklist
Product
Diagrams, Flow Charts, Concept Maps, Must Should Could, Assignments, Projects, Homework
Environment
Visual Cues, Resource Centre, Flexible Groupings, Seating, Movement, OT interventions , Layout of Room, Movement, Groupings
Teaching Strategy
Modelling, Questioning, Pre-teach New Vocabulary , Five Step Process (EXPLAIN, DEMONSTRATE: TOGETHER SUPPORTED AND INDEPENDENT)
Pace
Wait Time, Extra Time, Chunking work in time amounts, Extension Activities
Amount of Assistance
Buddy System, SNA Support, Other Staff, Co-operative Learning, Peer Support, Group Work , Team Teaching
Testing (Assessment)
Questioning, Choice, Assessment A-Z Activities, Summative, Interventions, Group and Team, Styles of Assessment, Quizzes
Composition of groups
Pairs, Mixed Ability, Skills Based Groups, Co-operative Groups, Jig-Saw Groups, Paired Work
Homework
Visual Cues, Choice, Different Types of Homework, Submission Time and Targets, Shared Activities and Reflection, Extension, Pair Work, Variety, Aural
The How
Many of the above will have been referred to in previous activity.
If facilitator has not referred to questioning at this point they might do so now.
Refer to NCCA Assessment Guidelines – refer NQTs to ncca.ie where they can search for “questioning” - this will bring you to:
Use the question cues to differentiate your questioning (remind NQT’s that they already have these in their Assessment NQT booklets).
Modelling essential for less able learners.

15. Enter the students of 2-Oak!
“Must” Activity 7: 2-Oak Adaptations. Flip chart, Booklet page 7.
Divide NQTs into 6 small groups and ask them to focus on the student profile given to them and discuss the implications for teaching and learning with this student.
Each group will identify 5 adaptations to their teaching to stretch the students learning.
Feedback given to whole group, read out student info or key messages for benefit of all and charts put up on wall.
Alicia
John
Marie
Colin
Clodagh
Angel

16. Alicia
Alicia is a cooperative and enthusiastic student. She appears to be bright verbally due to the quality of questions she asks in class. She seems to grasp new concepts and ideas quickly and without any difficulty. She is highly motivated and regularly hands up extra work. She appears to love learning and likes to be challenged academically. She is a considerate classmate and is always willing to help other students. She is an asset in cooperative learning and thrives when given responsibility. She is confident is small group situations but can be intimidated by some members in the class. An incident was brought to the attention of the Year Head earlier this year where a group of girls in her class were texting nasty comments about Alicia and her friends. This issue seems to have been resolved but temporarily appeared to have affected Alicia’s confidence in class. Both of her parents left school early. They are supportive of her education and regularly sign her journal but may lack a real understanding of her academic ability and potential. Alicia will need guidance and direction from the school community in order to fulfil her career ambitions

17. Colin
Colin is a reserved individual. He is very bright. He has an excellent attendance record to date. He has great focus and highly tuned concentration and organisation skills. His big interest is in computers and he has developed his own app. He does not like to demonstrate his ability in public and is shy both academically and socially. He tends to blend into the background and quietly gets on with his work. There does not seem to be any particular group or individual friend that he is affiliated with and teachers have noted that he does not like group work at all. His mum and dad are very involved in the sporting side of the schools parents association and his two older siblings have excelled on a national level in their chosen sports. Colin likes structure and consistency and prefers to know what is expected of him in all situations. While Colin is not resistant to change he may need time adapting to new teaching strategies, teachers and interventions.

18. John
John presents as a confident, cheeky chap who likes to be considered ‘one of the lads’. The social side of school seems to be his priority. He appears to have many friends but is easily led and he tends to act quiet immaturely around the girls in his class. He appears bright academically. He is generally happy in school but he can be scattered sometimes. Teachers comment that the quality of his work is erratic. He can often be off-task and distracting to other students. He has a big issue around what he believes to be ‘fair’. This has caused debate and arguments in some classes. In certain classes it has been noted that he displays great creativity in his work. He enjoys activities that involve group work as it gives him an opportunity to drop his guard and often shows great kindness and thoughtfulness. The school has little to no information on his parents/guardians. The HSLO is currently working on this.

19. Clodagh
Clodagh is a good student. She is very able and quietly confident. She generally has a happy disposition and engages with teachers and students. Clodagh has a small, loyal group of friends that are very supportive of each other. She has a huge interest and ability in ICT and uses it a lot in her learning. Her organisation skills are excellent. She has been diagnosed with Dysgraphia and uses a keyboard in class for written work. She has been using this technology since fifth class. Her strong subjects are Maths and Business. Clodagh’s dad is a Business teacher in the school.

20. Marie
Marie has recently been assessed as having BESD and MGLD. She appears very frustrated and has a negative opinion of school and learning. Marie gets bored very easily and will distract others when not engaged. She regularly skips classes. She is often in trouble with her teachers and year head. Marie exhibits poor emotional literacy. She can be very aggressive and stubborn. She gets defensive and loud when she can’t understand things but she will never admit that she finds learning difficult. She finds it difficult to remain seated for a 40 minute class. She doesn’t seem to be able to keep still for any length of time, she tends to click her pen or tap the table repetitively. She requires short, clear instructions and tasks. Her resource teacher reports that she works well when praised or on a one to one basis. She seems to enjoy Woodwork. Marie has friends across the school but does not seem to be close to any members of her own class. This doesn’t appear to be an issue for her.
SEBD (Social Emotional Behaviour Difficulties) is now BESD: Behaviour Emotional & Social Difficulties

21. Angel
Angel presents as a very sociable and charming student. While she has a small core group of friends she gets on well with most of her peers. Teachers comment that she is a very capable student but is not reaching her potential academically. Angel gives up readily when she feels she is out of her depth or on anything that requires a lot of effort/time. Angel has excellent communication skills and participates well in group activities. She is helpful and considerate to fellow students. Her English teacher commented that she excels in role play and drama. Her written work appears to be an issue across all subjects. Angel lacks motivation and ambition and does the bare minimum required to keep out of trouble. Angel has no contact with her dad and lives with her mother. While her mother appears supportive, she is very loyal to Angel and may facilitate what her daughter wants in order to “keep the peace.” 

22. Challenges to Differentiation
Write down 2 challenges to differentiation you would identify in the classroom and 1 strategy to overcome each challenge. Share in groups of 3 what you wrote down…
“Could”
See NQT Booklet page 9
Reflection in Practice

23. A-Z Extension Activities “Could”
Activity 8: Connecting to Teaching Gifted Students.
How to stretch the activities using a stand up sit down game. See NQT Booklet…
Ask all NQTs to stand up.
If they name an extension activity – they can sit down.
The idea is to get all letters covered and inject some positive energy into the group going forward.
Please refer NQTS to the NIPT website – under Post-primary Resources in the NQT Section there is a A-Z of Assessment techniques for almost every subject at second level. It has been developed by NIPT Associates and all are tried and tested. All feedback welcome at

24. Sources of Information
see NQTs/Post-Primary Resources section of the NIPT website for Subject Specific A-Z of Assessments
If you have internet access when presenting then click on the links above to show the NQTs the NIPT A-Z Materials and the other websites/home pages, as time allows…
Pages 10,11,12 & 13 in the NQT Booklet provides more information on Teaching Styles and Which teaching methods differentiate best?

25. The end of the beginning?
Don’t end a lesson with .
End with!
Or with ?
Or with ....
To ask for support is a sign of strength...
Key Message:
Very few lessons exist as discrete units – the above is a simple but powerful way one teacher plans the ending of lessons.
Note; the exclaimation mark originated as the Latin explaination of joy, admiration & wonderment!!!

26. To ask for support is a sign of strength…
Additional Support
Professional Support Groups
NIPT School Support Service
Contact the NIPT
Please ask your Facilitator or EC for the contact details of the NIPT RDO assigned to your EC
Key Message: Refer again to motto for The National Induction Programme for Teachers.
Asking for support is central to professional development.
Remind NQTs of date for next session.
Remind NQTs that they can:
Ask their principal to apply for the NIPT School Support Service by completing the NIPT School Support Service Request Form at and returning same to NIPT office. School support is available to support NQTs in their planning and their classroom practice.
Request Professional Support Groups – Additional support in small group settings in the areas of Numeracy, Literacy, Planning, Assessment, Multi-grade, Resource teaching, 90 minute duration. Available on request to Education Centre by NQT.
To ask for support is a sign of strength…